The current thesis investigated Theory of Mind and perspective-taking ability
amongst adults with intellectual disabilities. The initial article provided a literature
review of 52 studies focussing on this area. The review considered the extent to which
people with intellectual disabilities experience difficulties in Theory ofMind that are
similar to those difficulties commonly attributed to persons. with Autistic Spectrum
Disorder. The review also included an evaluation of other key abilities that have been
highlighted in the Theory ofMind literature.
Throughout the review, anÃ‚Â· emphasis was placed on the appropriateness of
cognitive models for understanding, assessing and enhancing Theory ofMind.
Overall, it was suggested that people with intellectual disabilities exhibit a range of- -
difficulties in this area and that the development of an alternative theoretical approach
may therefore be necessary.
Within this context the main research study reported in the current thesis
aimed to furth~r investigate the perspective-taking abilities of 24 adults with
intellectual disabilities. In addition to using a traditional test of perspective-taking, the
study utilised a recently developed protocol based on Relational Frame Theory, a
functional contextualist account of language.
All participants were able to respond to items on the protocol suggesting the
appropriateness of methodologies based on this approach for the future. In addition,
differences were observed between participants scores on each level of difficulty and
type ofquestion used, suggesting these measured functionally distinct classes of
behaviour. Associations were also evident between additional measures of general,
verbal and non-verbal ability and certain items on the protocol. The final section of the thesis provided a critical review of the main research
paper, extending upon discussion of findings and their implications for future research
and clinical practice. This included details of a presentation evening held for
participants and their carers following completion of the study.
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